Agriscience Education through Inquiry-Based Learning: Investigating Factors That Influence the Science Competence of Middle School Students

Autor/inn/en	Skelton, Peter; Blackburn, J. Joey; Stair, Kristin S.; Levy, Natalie; Dormody, Thomas J.
Titel	Agriscience Education through Inquiry-Based Learning: Investigating Factors That Influence the Science Competence of Middle School Students
Quelle	In: Journal of Agricultural Education, 59 (2018) 1, S.223-237 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agriculture; Agricultural Education; Active Learning; Inquiry; Middle School Students; Science Achievement; Hispanic American Students; Grade 6; Grade 8; Enrichment Activities; Comprehension; Pretests Posttests; Regression (Statistics); Science Instruction; Competence; Scores; Science Process Skills; Grade Prediction; Soil Science; Water Quality; Statistical Analysis; New Mexico + Suchen Sie Ihr Suchwort? Landwirtschaft; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung; Aktives Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Bereicherungsprogramm; Verstehen; Verständnis; Regression; Regressionsanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenz; Bodenkunde; Wasserqualität; Statistische Analyse
Abstract	Inquiry-based teaching methods have been found to enhance students' abilities to understand the process of scientific inquiry. The purpose of this study was to determine if middle school students taught through an inquiry-based teaching approach consisting of scientific skill development, scientific knowledge, and scientific reasoning were more likely to meet their respective science grade level expectation. Participants consisted of predominantly Hispanic sixth- and eighth-grade students enrolled in school enrichment programs through the MMSAEEC. Inquiry-based instruction was integrated within science classes using lessons in soil pH and water quality. Overall, sixth-grade students scored highest on items related to science skill, while the eighth-grade students scored highest on the science knowledge portion of the instrument. Regarding the sixth-grade students, science reasoning and science skill were found to be significant predictors of grade level expectation, while science skill was significant for the eighth-grade data. It is recommended that teachers incorporate inquiry-based learning strategies into their classrooms to encourage students to ask questions and refine their ability to think critically and solve problems. Further research is needed to clarify the role of science comprehension and the associated sub-dimensions with the ability to predict grade level expectation. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01